Abstract
This scoping review aims to systematically map research on the use of synchronous (SCMC) and asynchronous (ACMC) computer-mediated communication for developing foreign language communicative competence (FLCC) in higher online education. The study's objectives are to identify key concepts and tools, systematise methodological approaches, analyse the impact of communication formats on FLCC components, and determine gaps for future research. Publication selection followed the PCC (Population-Concept-Context) model and the PRISMA-ScR protocol. The included studies focus on the application of SCMC and ACMC in teaching foreign languages to university students and lecturers. Studies not related to higher education, communicative competence development, or specialised digital communication tools were excluded.
A systematic search was conducted in Scopus, Web of Science, Google Scholar, and the digital libraries of Kazakhstani universities for studies published from January 2013 to December 2025. Twenty studies met the inclusion criteria and were synthesised using thematic analysis. Four main thematic clusters emerged: comparative analysis of formats and user preferences; impact on linguistic competencies; pedagogical design and innovative technologies; and sociocultural, professionally oriented, and psychological aspects of FLCC development. The review identifies a trend toward the functional complementarity of SCMC and ACMC, with increasing emphasis on hybrid models rather than a single optimal format. Persistent methodological limitations are noted, particularly the scarcity of rigorous comparative and longitudinal studies. This review provides a foundation for future research and supports the development of evidence-based approaches to integrating digital communication formats into language pedagogy.